The Process and Significance of Pre-service Early Childhood Teachers' Participation in a Design Thinking-Based Early Childhood Teaching Media Course

Objectives This study aims to explore the process and significance of a course on early childhood teaching media based on design thinking for pre-service early childhood teachers. The ultimate goal is to seek ways to enhance their capacity to support play-based media for young children. Methods The study selected 29 second-year students and one fourth-year student from the Early Childhood Education Department at C University, who were enrolled in the early childhood teaching media course. The course content was structured around the design thinking process. The research data consisted of the pre-service teachers' portfolios, reflective journals, and the researcher’s notes. Results The findings of the study revealed several key insights: first, the process of repeatedly observing children's play and the weight of understanding it; second, the process of planning media that reflects children's opinions, enduring ambiguity while changing plans; third, the need to consider the context of the field during media production and the importance of efforts to explore media; and finally, the realization that the teacher is the best media during the process of sharing media. Conclusions This study suggests that a course on early childhood teaching media based on design thinking helps improve pre-service teachers' capacity to support child-centered play and provides them with specific information on various teaching media. Additionally, it emphasizes the importance of establishing a teacher's philosophy and perspective in supporting play media.